Did you know that October is National Bullying Prevention Month? AACTE member professor Ron Avi Astor, who holds joint appointments in the schools of social work and education at the University of Southern California, has two new books out this fall addressing bullying prevention and creating welcoming schools for vulnerable groups, and he prepared the following article to share some of his research and resources with Ed Prep Matters readers. The views expressed in this post do not necessarily reflect the views of AACTE.
Preparing our nation’s teachers, principals, superintendents, and pupil personnel to create safe, welcoming, and supportive schools has become a high priority for colleges and universities. PK-12 schools have the power to prevent students from becoming bullies and to prevent victims from becoming bullies or being further victimized. Organizations such as the American Educational Research Association and the National Academy of Sciences have put forth research summaries and materials for universities to use with this aim in mind. In addition, many states are now actively working with organizations such as the Collaborative for Academic, Social, and Emotional Learning to better implement social and emotional learning (SEL), positive school climate, and bullying prevention into schools and to consider ways to measure these areas as part of their state student surveys and accountability systems. (See list below for useful resource links.)
Did you know AACTE offers special registration discounts for not only members but also “first-timers,” students, and PK-12 partners to attend the 2018 Annual Meeting? Now is a great time to think about inviting these groups to join us in Baltimore, Maryland, and save even more by registering before the Early Bird deadline of October 18.
Our Emerging Leader discount is meant for those members who are “first timers” and new to the profession. Dozens of junior faculty take advantage of this offering each year, which gets them full access to the conference at more than 60% off the regular member price. Eligible faculty/administrators have worked in higher education for 5 or fewer years and have never been to AACTE’s Annual Meeting before. Special requirements: The Chief Representative from your institution must designate Emerging Leaders (a maximum of three individuals) in our online registration system, after which those individuals may register at the discount. But don’t wait – this rate is not available on site in Baltimore!
Congratulations to Stacey Litam of Kent State University (OH), Holmes Scholar of the Month for October!
Litam’s research rests within the field of counselor education. Her specific research interests pertain to supporting, advocating for, and designing interventions working with survivors of and individuals within sex trafficking. She is also engaged with the improvement of mental health services and civil justices for marginalized groups in regard to sex, sexual orientation, religion, and race.
AACTE celebrates National Principals Month this October! The key to student success is a great school, and the key to a great school is a great principal. Please join us in this opportunity to say “thank you” to principals across the nation and to recognize their valuable contributions in your local community.
National Principals Month gives us the chance to honor and reflect on the roles of school leaders and the importance of preparing them well. AACTE members across the country are working to advance principal preparation through a variety of initiatives and partnerships. For example, AACTE member institution Colorado State University will host a 2-day School Leadership Institute this fall to survey new principals about ways to enhance university-based preparation programs and support school leaders in their critical first year on the job. Many other institutions are participating in AACTE’s new Principal Preparation Program Learning Community Topical Action Group, a member-led collaborative exploring issues and promising practice in principal preparation.
The deadline to apply for a 2018 AACTE Best Practice Award or Professional Achievement Award has been extended to Friday, October 20. Act now to win recognition for your program or colleagues and to contribute to “Celebrating Our Professional Identity” at the 2018 Annual Meeting when the awards are given in Baltimore, Maryland!
Award winners are honored during the general sessions at the opening and closing of the conference, providing inspiring bookends to the experience with examples of outstanding achievement and best practice.
AACTE members and President/CEO Lynn M. Gangone enjoy a moment at the 2017 AACTE Day on the Hill. Focus group respondents cited the Association’s advocacy work and convenings among the top member benefits.
As members of the AACTE Committee on Membership Development and Capacity Building, we are eager to learn from the results of the AACTE survey currently under way – and we thank all of you who have participated! In the meantime, we would like to highlight some insights from a recent online focus group of 26 teacher educators from colleges and universities that are current, former, or prospective members of AACTE.
This group, convened on behalf of AACTE by Marketing General Incorporated (the same agency managing the current broad-market survey), reported an almost universally positive image of AACTE’s brand and belief in its mission. But what the current members of AACTE say they value most is the organization’s advocacy work, high-quality resources, and networking connections with other professionals in the field.
We are thrilled to announce the launch of a new AACTE task force to study how to improve the preparation of special education teachers through clinical practice. Growing out of the work of the AACTE Clinical Practice Commission (CPC), the AACTE Special Education Task Force held its inaugural meeting October 1-2 in Washington, DC.
The task force is charged with applying the CPC frameworks for clinical educator preparation to the particular needs of developing special education teachers. During this week’s meeting, the group began outlining the scope of its work, which is supported by a grant from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The task force will study areas such as dual licensure and dual preparation models, pipeline strategies around recruitment and retention, interdisciplinary collaboration, and other factors pertinent to this specialized preparation. They ultimately plan to identify models and develop recommendations to amplify promising practices, establish continuous improvement benchmarks, and provide guidance for the field.
The Learning Policy Institute (LPI) is out with a new analysis of teacher turnover and its impact on teacher shortages, showing that the nationwide shortfall of 100,000 teachers predicted in last year’s study A Coming Crisis in Teaching? has largely been realized and issuing recommendations to stem the problem before it grows worse.
In the updated report – Teacher Turnover: Why It Matters and What We Can Do About It – Desiree Carver-Thomas and Linda Darling-Hammond share recent data revealing that in just 31 states, 82,000 positions are filled by underqualified teachers and at least 5,000 are unfilled altogether; extrapolated to all states, the total number is likely around 110,000. If current trends persist, they say, we could face an even higher shortfall next year. The shortages are most acute in the fields of special education and science, technology, engineering, and math (STEM) and are disproportionately present in high-poverty and high-minority schools.
An online Education Talk Radio program last month featured AACTE members in a discussion of how their educator preparation programs contribute to high teacher quality. Host Larry Jacobs interviewed guests Rebecca West Burns, assistant professor at the University of South Florida, and D. Mark Meyers, director of the Educational Administration Program at Xavier University (OH).
The show began with discussion around the continuum of teacher development, from preservice preparation through stages of leadership, both formal and informal. Burns explained that teacher leaders include those who are instructional coaches or mentors as well as those acting less formally as leaders from within their classroom. Teachers can work collaboratively to share knowledge and help each other make progressive changes in their school. Meyers added that leadership principles applied by teacher leaders and administrators are often the same, although they may be implemented differently.
Students from Clark County School District at the Rebel Science Camp in March. The district’s diversity makes it a "living laboratory” for developing educational practices the entire country will eventually adopt.
This article was originally published in the UNLV News Center and is reposted with permission. The views expressed here do not necessarily reflect the views of AACTE.
From the earliest days of our republic, we have believed that education was critical to our democracy. Our founders knew that the health of our country, the wellbeing of the citizenry – and particularly the strength of the democracy – would be built on a well-educated population. Though disagreements have been fierce regarding who is to be educated, how much education they need, and whether to measure its value in economic growth, individual growth, or societal growth, fundamentally, we have always agreed that educating our citizens is important.